KRASHEN’S INPUT, EMOTIONAL INTELLIGENCE AND AFFECTIVE FILTER THEORIES

Griselda Suarez FuentesLandy Karla Izquierdo Rodríguez

Natalia Gaytán

THE INPUT HYPOTHESIS(KRASHEN)• It is only concerned with acquisition of a

second language

• Natural communicative input =• key to designing a syllabus

COMPREHENSIBLE INPUT

Level “i”

Level “i+1”

Are people of equal IQequally successful in life?

WHAT IS EMOTIONAL INTELLIGENCE?

• Perceive, appraise, and express emotion• Access and generation feelings to facilitate cognition• Understand affect-laden information ... make use of emotional knowledge• Regulate emotions to promote emotional & intellectual growth and well-being

Salovey & Mayer (1990)

• Happiness & Self-actualization

Bar-On (1997)

DEFINING EI FOR EDUCATION

Nelson & Low (2003)

• Accurate knowledge and value of self• Responsible behavior as a person of worth & dignity• Variety of strong, healthy relationships• Work well with others• Productive reactions to demands & pressures of everyday life

Are students of equal IQequally successful in school?

EQ AS INTERNAL DIALOGUE

Activating Event

Emotional or BehavioralResponse

BeliefsThoughts

ValuesChange

The tools that each of us develop in order to modify our patterns of response. The Emotional Learning System (ELS) provides a model for changing cognitive structures to improve the mediation of activating events and results in more appropriate emotional and behavioral responses.

Cognitive Structures

Source: Nelson & Low (2005). Doctoral Leadership Seminar

EI – IMPORTANT SUCCESS FACTOR

Emotional intelligence is the ability to think constructively and

act wisely in emotional situations.

EQ ≠ IQEmotional

ExperientialCognitiveAcademic

THE DIFFERENCE BETWEEN EQ & IQ

THE AFFECTIVE FILTER It is a hypothesis of second language

acquisition theory, and also A field of interest in educational psychologyThe affective filter “is an impediment to learning or acquisition

caused by negative emotional responses to one’s environment”

COMPONENTS OF THE AFFECTIVE FILTERCertain emotions such

as: Anxiety Self-doubt and Mere boredom

Interfere with the process of acquiring a second language

This blockage can be reduced by:

Sparking interest Low anxiety

environments Bolsterin the

learner’s self-esteem

They function as a filter between the speaker

and the listener that reduces the amount of language input the listener is able to understand.

These negative emotions prevent efficient processing of the language input.

Build up L2 acquisition and self-esteem

StrategiesCALLA approach + Activities

InterviewJournal

Design self-collage

Ranking Traits

Accentuatethe positive

ThumbPrints

Create a“Me”

CommercialShared learning

Write yourself a letter

DrawingSelf

portrait

CONCLUSION

A student enters school as a unique individual, molded by genes, environment, and a certain spark within himself. An increased awareness of how special that unique spark really makes him helps that student retain that quality.

My goal as a teacher is not to produce cookie-cutter children but to nourish each student's individual soul. As an ancient Chinese proverb says:

I hear …and I forgetI see… and I rememberI do…and I understand.

BIBLIOGRAPHY http://en.wikipedia.org/wiki/Affective_filter www.tamuk.edu/edu/kwei000/.../Rio%20Brav

o%20Rev2.ppt